ENGLISH VOICE AND ITS PROSODIC CHARACTERISTICS IN TEACHING ORAL INTERPRETATION

Authors

DOI:

https://doi.org/10.20535/2410-8286.212546

Keywords:

English voice, verbalised prosodic characteristics, teaching algorithm, mechanism, oral interpretation, philological reading, pre-service English language and literature teachers

Abstract

The research concerns the problem of mastering English voice production skills in oral interpretation of the authentic belles-lettres texts. The purpose of the paper is to present the teaching algorithm of training future English language and literature teachers’ skills in decoding and orally interpreting verbalised English voice prosodic characteristics. The authors argue the necessity of training future English teachers in mastering their voices on the basis of the mechanism of English voice perception in order to make them sound English. The research represents the results of experimental teaching English voice production skills to the 4th year BA students at South-Ukrainian National Pedagogical University named after K. D. Ushynsky. The participants were 60 students – future English language and literature teachers – who agreed to take part in the research. Data analysis tools comprise pedagogical observation, questionnaires, testing for skills level assessment, expert assessment of testing results, statistical and mathematical processing of obtained data. The experimental teaching included three stages: diagnostic (entry testing), empirical training (teaching algorithm implementation) and checkout (final testing). The obtained results prove that the suggested four-stepped teaching algorithm in “Oral interpretation of the text” successfully starts in students the mechanism of the English voice perception, develops their ability to decode verbalised English voice prosodic characteristics and their functions in the process of philological reading, and forms future English language and literature teachers’ specific skills in English voice modulation in oral interpretation.

Author Biographies

Tetiana Yeremenko, State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”

Candidate of Science in Linguistics, Professor, Head of the Department of the Germanic Philology and Methods of Teaching Foreign Languages

Angelina Demchuk, State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”

Candidate of Science in Linguistics, Associate Professor, Department of the Germanic Philology and Methods of Teaching Foreign Languages

Iryna Lukyanchenko, State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”

Candidate of Science in Pedagogical Studies,Associate Professor, Department of the Germanic Philology and Methods of Teaching Foreign Languages

References

Ahangari, S., Rassekh-Alqol, B., & Hamed, L. A. A. (2013). The effect of peer assessment on oral presentation in an EFL context. International Journal of Applied Linguistics and English Literature, 2(3), 45-53. https://doi.org/10.7575/aiac.ijalel.v.2n.3p.45

Belin, P., Fecteau, Sh. & Bedard, C. (2004). Thinking the voice: neural correlates of voice perception. TRENDS in Cognitive Sciences, 8(3), 129-135. https://doi.org/10.1016/j.tics.2004.01.008

Bespalko, V. P. (1989). Slagaemye pedagogicheskoj tehnologii [Components of pedagogical technology]. Moscow: Pedagogika. Retrieved 20 March 2020 from https://www.klex.ru/author/bespalko/

Boud, D., Keogh, R. & Walker, D. (1985). Reflection: Turning experience into learning. London: Routledge. https://doi.org/10.4324/9781315059051

Cooper, J. (1992). Polo. London: Corgi Books.

De Grez, L., Valcke, M., & Roozen, I. (2012). How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? Active Learning in Higher Education, 13(2), 129-142. https://doi.org/10.1177/1469787412441284

Diaz, B., Baus, C., Escera, C., Costa, A., & Sebastián-Gallés, N. (2008). Brain potentials to native phoneme discrimination reveal the origin of individual differences in learning the sounds of a second language. Proc Natl Acad Sci USA, 105, 16083-16088. https://doi.org/10.1073/pnas.0805022105

Demchuk, A. (2009). Osnovnye prosodicheskie parametry rechevogo golosa I sredstva ih verbalizatsii v angliyiskom yazyke [Main prosodic parameters of the speaking voice and its verbalisation means in the English language (on the basis of dictionaries and belles-lettres texts)]. Zapysky z romano-germaskoyi philologii, 23, 18-25. Retrieved 10 September 2020 from http://liber.onu.edu.ua/pdf/zap_rgf_23.pdf

Demchuk, A. (2015). Sredstva verbalizatii sochetaemosti prosodicheskih kharakteristic rechevogo golosa v sovremennom anglyiskom yazyke [Means of the speaking voice prosodic characteristics combinatory verbalisation in the modern English language]. Odesky lingvistychnyi visnyk, 6 (2), 9-12. https://doi.org/10.32837/olj.v2i6.310

Derry, S. J. (1990). Learning strategies for acquiring useful knowledge. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 347-379). Hillsdale, NJ: Lawrence Erlbaum Associates https://doi.org/10.4324/9780203771686

Fielding, H. (1999). Bridget Jones’s diary. London: Picador.

Kain, P. (1998). How to do a close reading. Harvard College Writing Center. Retrieved 10 June 2020 from https://writingcenter.fas.harvard.edu/pages/how-do-close-reading

Khonbi, Z. A. & Sadeghi, K. (2013). The effect of assessment type (self vs. peer) on Iranian University EFL students’ course achievement. Procedia – Social and Behavioral Sciences, 70, 1552-1564. Retrieved 25 May 2020 from https://www.sciencedirect.com

King, S. (1999). Green mile. New York: Pocket book.

Klug, D. (2015). Tell me a Story: Oral Interpretation in the English Classroom. Annals of Foreign Studies, 90, 119-134. Retrieved 10 June 2020 from https://core.ac.uk/download/pdf/48513684.pdf

Logan, E. (2009). Self and peer assessment in action. Practitioner Research in Higher Education, 3(1), 29-35. Retrieved 21 June 2020 from https://files.eric.ed.gov/fulltext/EJ1130670.pdf

Machera, R. P. (2017). Teaching intervention strategies that enhance learning in higher education. Universal Journal of Educational Research, 5(5), 733-743. https://doi.org/10.13189/ujer.2017.050505

Mani, N., & Plunkett, K. (2010). In the infant’s mind’s ear: Evidence for implicit naming in 18-month-olds. Psychological Science, 21(7), 908-913. https://doi.org/10.1177/0956797610373371

Mueller, L. J., Friederici, A., & Männel, C. (2012). Auditory perception at the root of language learning. Proc Natl Acad Sci U S A., 109(39), 15953–15958. http://doi:10.1073/pnas.1204319109

Ndoye, A. (2017). Peer/self-assessment and student learning. International Journal of Teaching and Learning in Higher Education, 29 (2), 255-269. Retrieved 19 June 2020 from https://files.eric.ed.gov/fulltext/EJ1146193.pdf

Panadero, E., Jonsson, A. & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. https://doi.org/10.1016/j.edurev.2017.08.004

Perlova, O. V. (2015). The role of linguistic and cross-cultural reading in teaching foreign languages to future sociologists. Vestnik of MSLU, 4 (715), 89-93. Retrieved 22 June 2020 from http://www.vestnik-mslu.ru/Vest/Vest15-715zc.pdf

Perlova, O. V. (2016). Razvitie professionalno kommunikativnyh umeniyi u studentov yazykovogo VUZa [Developing professionally communicative skills of linguistics students in higher education institutions]. Vestnik of MSLU, 2 (766), 44-48. Retrieved 15 October 2020 from http://www.vestnik-mslu.ru/Vest/2_766_obr.pdf

Rabiah, E. (2020). Lexical measures for testing progress in Hebrew as Arab students’ L2. Journal of Language and Linguistic Studies, 16 (3), 1096-1114. https://doi.org/10.17263/jlls.803551

Schön, D. (2017). The Reflective Practitioner: How professionals think in action. London: Routledge. https://doi.org/10.4324/9781315237473

Sevilha, E. & da Costa, A. (2015). Knowledge about voice and the importance of voice as an educational resource in the perspective of university professors. Revista CEFAC, 17 (1). Retrieved 17 June 2020 from http://dx.doi.org/10.1590/1982-0216201514813

Zadorozhna I., Datskiv O., Levchyk N. (2018). Development of pre-service foreign language teachers’ emotional intelligence by means of reflection. Advanced Education, 10, 62-68. https://doi.org/10.20535/2410-8286.144538

Van Meter, P. N., Firetto, C. M., Turns, S. R., Litzinger, T. A., Cameron, C. E., Shaw C. W. (2016) Improving Students’ Conceptual Reasoning by Prompting Cognitive Operations. Journal of Engineering Education, 105 (2). 245-277. https://doi.org/10.1002/jee.20120

Vovk, O. (2017). Foreign language acquisition: a communicative and cognitive paradigm. Science and Education, 6, 81-85. https://doi.org/10.24195/2414-4665-2017-6-13

Vulchanova, M., Vulchanov, V., Fritz, I., & Milburn E. (2019). Language and perception: Introduction to the Special Issue “Speakers and Listeners in the Visual World”. Journal of Cultural Cognitive Science, 3, 103-112. https://doi.org/10.1007/s41809-019-00047-z

Yakovleva, E. V. (1998). Kategoriya ekspressivnosti chteniya kak filologicheskaya problema [Category of expressive reading as a philological problem]. Yazyk, soznanie, komminikatsiya, 3, 102-109. Retrieved 10 May 2020 from http://www.philol.msu.ru/~slavphil/books/jsk_03_12jakovleva.pdf

Downloads

Published

2020-12-20

How to Cite

Yeremenko, T., Demchuk, A., & Lukyanchenko, I. (2020). ENGLISH VOICE AND ITS PROSODIC CHARACTERISTICS IN TEACHING ORAL INTERPRETATION. Advanced Education, 7(16), 58–68. https://doi.org/10.20535/2410-8286.212546

Issue

Section

ARTICLES